Classroom instruction will include both lectures and seminar discussions. Lectures will provide instruction on weekly topics with opportunities for student inquiry and discussion. Seminars will encourage active class participation in the analysis of assigned primary and secondary readings. Classroom instruction may also include student presentations on specific readings and/or topics, and other types of student-led activities. Classroom instruction may also include tutorials and workshops on transferrable skills, including research methods, academic citation practice, and presentation skills.
When the course is offered in a hybrid format, students will complete a minimum of 50% of the course content online in a self-directed manner. When the course is offered online, students will be responsible for completing all course content online in a self-directed manner.
1: Aegean civilization and Mycenaean Greece
2: Greek Dark Ages and Classical Greece to the end of the Persian Wars
3: The Peloponnesian War to Philip II of Macedon
4: The Cultures of Classical Greece
5: Alexander the Great and his Empire, and Hellenistic Greece
6: Empire in the East: Constantine to Justinian
7: Monks, Saints and Theologians: The Social and Religious Worlds of Byzantium
8: Tensions on the Borders: Islam, Arabia, Persia
9: Crusaders, Catastrophe and Ottoman Rule
10: Greek Revival and the Greek War of Independence
11: The Greek State and Greater Greece
12 The Balkan Wars, World War I, and the Asia Minor Disaster (1919-1922)
13: Interwar Greece, World War II, and Civil War
14: Modern Greece since 1945; the Colonels, the European Union, and Economic and Humanitarian
Crises
At the conclusion of the course, successful students will be able to demonstrate historical thinking skills, research skills, critical thinking skills and communication skills appropriate to the level of the course by:
1. Locating, examining, assessing, and evaluating a range of primary sources and secondary scholarly literature critically and analytically (reading history).
2. Constructing historical arguments, taking historical perspectives, and interpreting historical problems through different types of writing assignments of varying lengths (writing history).
3. Participating in active and informed historical debate independently and cooperatively through classroom discussion and presentation (discussing history).
4. Independently and cooperatively investigating the ways that history is created, preserved and disseminated through public memory and commemoration, oral history, community engagement, and other forms of popular visual and written expressions about the past (applying history)
Assessment will be in accordance with the Douglas College student evaluation policy. Students may conduct research with human participants as part of their coursework in this class. Instructors for the course are responsible for ensuring that student research projects comply with College policies on ethical conduct for research involving humans.
Students will have opportunities to build and refine their research capacity and historical thinking skills through assessments appropriate to the level of the course. There will be at least three separate assessments, which may include a combination of midterm and final exams; research essays; primary document analysis assignments and essays; quizzes; map tests; in-class and online written assignments; seminar presentations; student assignment portfolios; group projects; creative projects; class participation.
The value of each assessment and evaluation, expressed as a percentage of the final grade, will be listed in the course outline distributed to students at the beginning of the term. Specific evaluation criteria will vary according to the instructor’s assessment of appropriate evaluation methods.
An example of one evaluation scheme:
Quizzes 5%
Weekly reading evaluations 10%
Midterm 20%
Book Review 15%
Online discussion and participation 10%
Discussion facilitation and written report 10%
Final exam 30%
An online custom course text covering historical and historiographic material for each week, and an instructor’s online course reader of primary and secondary sources will be required. Additional online resources may also be assigned, and links to specific resources may be provided in the course outline. Supplemental bibliographies of print and online resources may be provided to students.
One 1000-level History course, or permission of the instructor
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